Four-Step Practice for Confidence Intervals
Chapter 8 - Day 10
Chapter 8
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
Day 11
Day 12
Day 13
All Chapters
Learning Targets
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Use the four-step process to construct and interpret a confidence interval for a population proportion.
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Use the four-step process to construct and interpret a confidence interval for a population mean.
Activity: Four-Step Practice Confidence Intervals
Activity:
Ch. 8 Study Sheet
Chapter 8 Study Sheet
This one-page document will allow students to put all the important formulas and conditions from Chapter 8 all into one place. Once completed, consider asking the following two questions:
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"What is the same for proportions and means?"
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Random condition
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General formula
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one-sample
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"What is different for proportions and means?"
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notation
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Large Counts vs. Normal/Large Sample condtition
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critical value z* vs. t*
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Specific formula
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Name of the procedures
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Four-Step Whiteboard Critique
Our first Whiteboard Critique! This is a teaching strategy that we will use several times during the next few chapters. Here is how it works:
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Assign students a 4-step problem to work on in pairs.
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Monitor the room to support student learning. As each pair finishes, send them to the white board to write up 1 of the steps STATE, PLAN, DO, or CONCLUDE. The first two pairs should handle the PLAN and the DO because they take the longest to write up.
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Once all 4 steps are on the board, call the class back together as a group. Ask them to critique the solution on the board as if it were a quiz or test question. Make any revisions with a red marker. This is your opportunity to make clear your expectations for a 4-step problem on an assessment.
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